Common learning strengths in people with autism
In my experience, people with autism have strengths in at least three main areas of learning:
Visual
People with autism are usually visual thinkers. They understand and remember things they can see. Visual details and images are much easier for remember (compared to things they just hear). I’ve known people with autism who can re-watch entire videos in their minds.
Musical/Rhythmic
Lots of people with autism enjoy and respond to music and rhythm. They remember things that have a rhythm or are set to a melody. Some autistic people can remember entire songs after hearing them just one time.
Body/Movement
People with autism learn well when they have hands-on experiences. Moving and using their bodies makes a difference to what they learn and remember.
Autism is a different way of experiencing and understanding the world. Each person has challenges. But each person also has learning preferences and strengths.
Common learning strengths in people with autism
In my experience, people with autism have strengths in at least three main areas of learning:
Visual
People with autism are usually visual thinkers. They understand and remember things they can see. Visual details and images are much easier for remember (compared to things they just hear). I’ve known people with autism who can re-watch entire videos in their minds.
Musical/Rhythmic
Lots of people with autism enjoy and respond to music and rhythm. They remember things that have a rhythm or are set to a melody. Some autistic people can remember entire songs after hearing them just one time.
Body/Movement
People with autism learn well when they have hands-on experiences. Moving and using their bodies makes a difference to what they learn and remember.
Autism is a different way of experiencing and understanding the world. Each person has challenges. But each person also has learning preferences and strengths.
Introduction to Self-Regulation
References
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Lee, L., Harrington, R., Louie, B. and Newschaffer, C. (2008). Children with Autism: Quality of Life and Parental Concerns. Journal of Autism and Developmental Disorders, 38, pp. 1147-1160.
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Ung, D. (2015). Peer Victimization in Youth with High-Functioning Autism Spectrum Disorder. Dissertation from University of South Florida.
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Barnard, J., Harvey, V., Potter, D., and Prior, A. (2001). Ignored or ineligible? The reality for adults with autism spectrum disorders. London: National Autism Society.
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Billstedt, E., Gillberg, C., & Gillberg, C. (2005). Autism after Adolescence: Population-based 13- to 22-year Follow-up Study of 120 Individuals with Autism Diagnosed in Childhood. Journal of Autism and Developmental Disorders, 35(3), 351–360.
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Hofvander, B., Delorme, R., Chaste, P., Nydén, A., Wentz, E., Ståhlberg, O., Herbrecht, E., Stopin, A., Anckarsäter, H., Gillberg, C., Råstam, M. and Leboyer, M. (2009). Psychiatric and psychosocial problems in adults with normal-intelligence autism spectrum disorders. BMC Psychiatry.
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Howlin, P., Goode, S., Hutton, J., and Rutter, M. (2004). Adult outcome for children with autism. Journal of Child Psychology and Psychiatry, 45, pp. 212-229.
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Marriage, S., Wolverton, A., and Marriage, K. (2009). Autism Spectrum Disorder Grown Up: A Chart Review of Adult Functioning. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 18, pp. 322 to 328.
© 2020 by Dr. Heather MacKenzie